LESSON PLAN FORMAT Teacher’s Name: Bethany MarshallDate of Lesson: 4 Grade Level:9thTopic: Nutrition Objectives Student will understand that nutrition is directly linked to our personal health. Student will know healthy diets and incorporate exercise into their daily routines. They will know about healthy body images and how their families influence their nutrition choices. Student will be able to judge which types of activities and diets are good for them. Maine Learning Results Alignment Maine Learning Results: Health Education & Physical Health Education -A. Health Concepts A6. Basic Health Concepts Grades 9-Diploma Students analyze complex health concepts related to family life, nutrition, personal health, safety & injury prevention; and tobacco, alcohol, & other drug use prevention.
Rationale: This lesson teaches students the importance of having healthy diets and being physically active and students will learn how to evaluate what lifestyle habits are considered healthy and unhealthy. Assessment Formative (Assessment for Learning) First students will be asked to fill out a problem-solution worksheet. The worksheet will give students scenarios of different eating/exercise/lifestyle habits that are considered unhealthy. Students will be asked to come up with solutions for these scenarios and share their solutions with the class. This will demonstrate what the student's already know about being healthy and how they would modify someone's life that needs to make health improvements. A discussion during class will help to give feedback to the students by combining all the different solutions to form the best one. By using what they learned during this class students are going to be asked to create a digital story on healthy lifestyles. Students will be given the opportunity to work on this during class to give them time to ask questions and make edits when necessary. Summative (Assessment of Learning) Students will first be assessed by their participation during the class discussion on the solutions. Students will then be assessed on their digital story. A rubric with a checklist will be provided for them at the beginning of the assignment. Students will be working in pairs and each pair will be asked to fill out a questionnaire on how their group worked together. Each pair will receive a grade as a whole and then each student will receive a separate grade. It is important that each team member contributed equally. If the pair has followed all the criteria on the rubric they will receive the total 30 points for this assignment. Integration Type II Technology-First the class will be shown two video clips on healthy eating, one from the movie "Supersize Me" and the other one demonstrating why Americans are facing an obesity epidemic. The next technology that will be used is the digital stories which each team is being asked to create on healthy lifestyles. Speaking: Students will be asked to provide health facts throughout their digital story and must speak clearly so their viewers can understand what is being said. Listening: Students will need to listen in order to comprehend other student's digital story. Groupings During the class period students will be working in groups of four. This group of four will be split up by counting the students off one-four. Each student will work with the other students who have the same number as them. Each group member will have a roll when completing the problem-solution chart. One student will be the recorder, one student will be the time keeper, one student will be the materials getter and the lat student will be the reporter. It is important that each group member do their job because they will be assessed on participation. After the class discussion students will be assigned their digital story assignment and will be asked to work in pairs for this assignment. Students will be given the privilege of working with a partner of their choice for this assignment. If there is an odd number or a student without a partner I will allow that student to make a group of three with an already made pair. The pair will receive one grade as a whole on their digital story and then a second individual grade. Differentiated Instruction Strategies: Verbal: Students will be asked to take part in a discussion during the class and students will be given the opportunity to voice themselves during their digital story. Logical: Students are asked to think about solutions for the sceneries they are given and will be asked to think about why it is important to be healthy and modify your lifestyle if you are not healthy. Interpersonal Students will be given the opportunity to work in groups during the class period and then work with a pair to create their digital story. Musical: Students are encouraged to add music to their digital story. Spatial: Students will watch the two video clips on healthy diets/exercise at the beginning of class and students will also be working with visuals/architect to create their digital story. Intrapersonal: Students will be asked to reflect on their own diet/exercise and think about any changes that they need to make. Bodily-Kinesthetic: Students will get into groups and students will work on their laptops to create their digital story. Modifications/Accommodations I will review the IEP, 504 or ELLIDEP for each student and make appropriate modifications and accommodations. If a student is unable to complete this assignment due to a special need or learning disability I will supply them with an alternative assignment. If a student is absent during this class, I will expect them to see me so I can review our class discussion and have them fill out the problem-solution chart. Depending upon how long the student was absent I will allow them to pick a pair to work with for the digital story or give them the choice of working alone. If the student was absent for a long period I will give them an alternative assignment. Extensions I will show an online video clip from the movie "Supersize Me" as well as a video clip making fun of how bad American's eat and showing why the country is undergoing an obesity epidemic. (Type II) This clip will show some humor and grab the student’s attention. I will also be giving students an opportunity to work with the Type II technology, digital storytelling. This will give students the opportunity to present the research/facts they found (Type I) and present it in a more fun and interesting way by creating a digital story (Type II). Materials, Resources and Technology Syllabus
Online video clips
Laptops
Wiki problem-solution worksheet
Rubric&Checklist
Pens/Pencils
Health books and Magazines Source for Lesson Plan and Research Problem Solution Worksheet: http://www.eduplace.com/graphicorganizer/
Handout on how to create a digital story: http://electronicportfolios.org/digistory/howto.html Maine Standards for Initial Teacher Certification and Rationale Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and positive environment. Students will be expected to have respect for one another and a mutual respect will be created between the students and me. This lesson meets the needs of seven different intelligences giving every student an opportunity to think intellectual, be physical, emotional and social. During this first class period I will ask students to create solutions for people who are considered unhealthy and ask them to improve their lifestyles in ways that will make them healthier. I will take time at the beginning of the class to explain the assignment and why it is important so that students are clear on their assignment and with what is expected of them. Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: In this lesson I ask students to reflect on why Americans are facing an obesity epidemic and take a look at people with unhealthy lifestyle habits. This will help them to learn about why it is important to be healthy and how they can improve their own health. Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson will allow students to work in groups, allowing them to hear input from someone other than just themselves. This lesson will also incorporate the use of technology by allowing students to create a digital story on healthy eating/exercise habits. Students will be given time inside as well as outside of class to work on their digital story. By allowing students to work in groups as well as create a digital story will help to make the class more interactive. Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson has students thinking about the types of activities and diets that are good for them. Students are first presented with an informal assignment which is to ask the students to complete a problem-solution worksheet. It is then followed by the digital story, being the formal assignment. This will allow students to develop even more information on healthy lifestyles and will give me the opportunity to assess the students in several ways. Teaching and Learning Sequence: Class Agenda: Greet Students Show video clips Count students off by 4’s Solution Scenario worksheets Class discussion Talk about digital story Give students rest of the period to work As students come into the classroom I will give them time to settle in and take out the proper materials. I will then tell the class a little bit about what we will be doing in class today. Next I will show the students my two video clips (unhealthy eating & supersize me). I will ask students what they thought about the two video clips and ask them why they think that America is facing an obesity epidemic. The next thing I will do is to count of students by four's and ask them to create a group with the other students who have the same number as them, each group member will be assigned a roll to insure participation. The class desks will be arranged in groups so that each group member can be involved. I will hand out each group a problem-solution worksheet with different sceneries of people who have unhealthy eating/exercise habits. I will ask each group to come up with a solution for all the scenarios. From this students will be able to judge what types of lifestyles are considered healthy and which are considered unhealthy. They will also be able to assess their own lifestyles and decide whether or not they need to modify their own diet/exercise. What, Where, Why, Hook, Tailor: Spatial, Verbal, Interpersonal, Intrapersonal and Logical. We will then come back together as a whole each group will be asked to share their solution. The class will then discuss about all the solutions and use each one to come up with the best possible solution. Students will know how to obtain healthy diets and incorporate exercise into their daily routines. They will know about healthy body images and how their families influence their nutrition choices. I will be prompting the class into a discussion but let them do most of the talking. I will expect each group to participate and because each group member was assigned a role, I know that they participated. I will then tells students about their digital story project and give them the remainder of the class to work on their assignment and ask questions. Equip, Tailor: Verbal, Interpersonal and Logical Students will be asked to create a digital story on healthy eating/exercise lifestyles. The students will be divided into partners of their choice and together each team will create their own digital story. This will get students researching about the different eating and exercise habits that are needed to be considered healthy. It's important to develop healthy nutrition and exercises habits because they directly affect our personal health. When students finish their digital story they will present them at a later date which will give students the opportunity to show evidence of what they have learned. By creating a digital story students can share research and facts that they have learned and present them to their classmates in a fun and interesting way. Explore, Experience, Rethink, Revise, Tailor: Intrapersonal, Verbal, Logical, Musical, Spatial, Interpersonal, Bodily-Kinesthetic This assignment will allow students to self-assess their own diet and exercise and think about if there is anything that they need to change in order to become healthier. They can think about thing foods they need to add to their diet or remove and evaluate how physically active they are. The students will be assessed on their participation throughout class and then on their digital story. Each student will be given a rubric with a checklist for their digital story that they can follow. Each team will receive one grade for their digital story and then an individual grade based on how they contributed to their presentation. The worksheet which the students completed in class will act as a guide in helping the students to think even further. Evaluate Reflection:
LESSON PLAN FORMAT
Teacher’s Name: Bethany Marshall Date of Lesson: 4
Grade Level: 9th Topic: Nutrition
Objectives
Student will understand that nutrition is directly linked to our personal health.
Student will know healthy diets and incorporate exercise into their daily routines. They will know about healthy body images and how their families influence their nutrition choices.
Student will be able to judge which types of activities and diets are good for them.
Maine Learning Results Alignment
Maine Learning Results: Health Education & Physical Health Education -A. Health Concepts
A6. Basic Health Concepts
Grades 9-Diploma
Students analyze complex health concepts related to family life, nutrition, personal health, safety & injury prevention; and tobacco, alcohol, & other drug use prevention.
Rationale: This lesson teaches students the importance of having healthy diets and being physically active and students will learn how to evaluate what lifestyle habits are considered healthy and unhealthy.
Assessment
Formative (Assessment for Learning)
First students will be asked to fill out a problem-solution worksheet. The worksheet will give students scenarios of different eating/exercise/lifestyle habits that are considered unhealthy. Students will be asked to come up with solutions for these scenarios and share their solutions with the class. This will demonstrate what the student's already know about being healthy and how they would modify someone's life that needs to make health improvements. A discussion during class will help to give feedback to the students by combining all the different solutions to form the best one. By using what they learned during this class students are going to be asked to create a digital story on healthy lifestyles. Students will be given the opportunity to work on this during class to give them time to ask questions and make edits when necessary.
Summative (Assessment of Learning)
Students will first be assessed by their participation during the class discussion on the solutions. Students will then be assessed on their digital story. A rubric with a checklist will be provided for them at the beginning of the assignment. Students will be working in pairs and each pair will be asked to fill out a questionnaire on how their group worked together. Each pair will receive a grade as a whole and then each student will receive a separate grade. It is important that each team member contributed equally. If the pair has followed all the criteria on the rubric they will receive the total 30 points for this assignment.
Integration
Type II Technology-First the class will be shown two video clips on healthy eating, one from the movie "Supersize Me" and the other one demonstrating why Americans are facing an obesity epidemic. The next technology that will be used is the digital stories which each team is being asked to create on healthy lifestyles.
Speaking: Students will be asked to provide health facts throughout their digital story and must speak clearly so their viewers can understand what is being said.
Listening: Students will need to listen in order to comprehend other student's digital story.
Groupings
During the class period students will be working in groups of four. This group of four will be split up by counting the students off one-four. Each student will work with the other students who have the same number as them. Each group member will have a roll when completing the problem-solution chart. One student will be the recorder, one student will be the time keeper, one student will be the materials getter and the lat student will be the reporter. It is important that each group member do their job because they will be assessed on participation. After the class discussion students will be assigned their digital story assignment and will be asked to work in pairs for this assignment. Students will be given the privilege of working with a partner of their choice for this assignment. If there is an odd number or a student without a partner I will allow that student to make a group of three with an already made pair. The pair will receive one grade as a whole on their digital story and then a second individual grade.
Differentiated Instruction
Strategies:
Verbal: Students will be asked to take part in a discussion during the class and students will be given the opportunity to voice themselves during their digital story.
Logical: Students are asked to think about solutions for the sceneries they are given and will be asked to think about why it is important to be healthy and modify your lifestyle if you are not healthy.
Interpersonal Students will be given the opportunity to work in groups during the class period and then work with a pair to create their digital story.
Musical: Students are encouraged to add music to their digital story.
Spatial: Students will watch the two video clips on healthy diets/exercise at the beginning of class and students will also be working with visuals/architect to create their digital story.
Intrapersonal: Students will be asked to reflect on their own diet/exercise and think about any changes that they need to make.
Bodily-Kinesthetic: Students will get into groups and students will work on their laptops to create their digital story.
Modifications/Accommodations
I will review the IEP, 504 or ELLIDEP for each student and make appropriate modifications and accommodations. If a student is unable to complete this assignment due to a special need or learning disability I will supply them with an alternative assignment. If a student is absent during this class, I will expect them to see me so I can review our class discussion and have them fill out the problem-solution chart. Depending upon how long the student was absent I will allow them to pick a pair to work with for the digital story or give them the choice of working alone. If the student was absent for a long period I will give them an alternative assignment.
Extensions
I will show an online video clip from the movie "Supersize Me" as well as a video clip making fun of how bad American's eat and showing why the country is undergoing an obesity epidemic. (Type II) This clip will show some humor and grab the student’s attention. I will also be giving students an opportunity to work with the Type II technology, digital storytelling. This will give students the opportunity to present the research/facts they found (Type I) and present it in a more fun and interesting way by creating a digital story (Type II).
Materials, Resources and Technology
Syllabus
Online video clips
Laptops
Wiki problem-solution worksheet
Rubric&Checklist
Pens/Pencils
Health books and Magazines
Source for Lesson Plan and Research
Problem Solution Worksheet:
http://www.eduplace.com/graphicorganizer/
Video of Unhealthy Eating:
http://www.youtube.com/watch?v=w2mEXYpOQr8
Supersize me Clip:
http://www.youtube.com/watch?v=V168xofxgu0
Handout on how to create a digital story:
http://electronicportfolios.org/digistory/howto.html
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and positive environment. Students will be expected to have respect for one another and a mutual respect will be created between the students and me. This lesson meets the needs of seven different intelligences giving every student an opportunity to think intellectual, be physical, emotional and social. During this first class period I will ask students to create solutions for people who are considered unhealthy and ask them to improve their lifestyles in ways that will make them healthier. I will take time at the beginning of the class to explain the assignment and why it is important so that students are clear on their assignment and with what is expected of them.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: In this lesson I ask students to reflect on why Americans are facing an obesity epidemic and take a look at people with unhealthy lifestyle habits. This will help them to learn about why it is important to be healthy and how they can improve their own health.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: This lesson will allow students to work in groups, allowing them to hear input from someone other than just themselves. This lesson will also incorporate the use of technology by allowing students to create a digital story on healthy eating/exercise habits. Students will be given time inside as well as outside of class to work on their digital story. By allowing students to work in groups as well as create a digital story will help to make the class more interactive.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson has students thinking about the types of activities and diets that are good for them. Students are first presented with an informal assignment which is to ask the students to complete a problem-solution worksheet. It is then followed by the digital story, being the formal assignment. This will allow students to develop even more information on healthy lifestyles and will give me the opportunity to assess the students in several ways.
Teaching and Learning Sequence:
Class Agenda:
Greet Students
Show video clips
Count students off by 4’s
Solution Scenario worksheets
Class discussion
Talk about digital story
Give students rest of the period to work
As students come into the classroom I will give them time to settle in and take out the proper materials. I will then tell the class a little bit about what we will be doing in class today. Next I will show the students my two video clips (unhealthy eating & supersize me). I will ask students what they thought about the two video clips and ask them why they think that America is facing an obesity epidemic. The next thing I will do is to count of students by four's and ask them to create a group with the other students who have the same number as them, each group member will be assigned a roll to insure participation. The class desks will be arranged in groups so that each group member can be involved. I will hand out each group a problem-solution worksheet with different sceneries of people who have unhealthy eating/exercise habits. I will ask each group to come up with a solution for all the scenarios. From this students will be able to judge what types of lifestyles are considered healthy and which are considered unhealthy. They will also be able to assess their own lifestyles and decide whether or not they need to modify their own diet/exercise. What, Where, Why, Hook, Tailor: Spatial, Verbal, Interpersonal, Intrapersonal and Logical.
We will then come back together as a whole each group will be asked to share their solution. The class will then discuss about all the solutions and use each one to come up with the best possible solution. Students will know how to obtain healthy diets and incorporate exercise into their daily routines. They will know about healthy body images and how their families influence their nutrition choices. I will be prompting the class into a discussion but let them do most of the talking. I will expect each group to participate and because each group member was assigned a role, I know that they participated. I will then tells students about their digital story project and give them the remainder of the class to work on their assignment and ask questions. Equip, Tailor: Verbal, Interpersonal and Logical
Students will be asked to create a digital story on healthy eating/exercise lifestyles. The students will be divided into partners of their choice and together each team will create their own digital story. This will get students researching about the different eating and exercise habits that are needed to be considered healthy. It's important to develop healthy nutrition and exercises habits because they directly affect our personal health. When students finish their digital story they will present them at a later date which will give students the opportunity to show evidence of what they have learned. By creating a digital story students can share research and facts that they have learned and present them to their classmates in a fun and interesting way. Explore, Experience, Rethink, Revise, Tailor: Intrapersonal, Verbal, Logical, Musical, Spatial, Interpersonal, Bodily-Kinesthetic
This assignment will allow students to self-assess their own diet and exercise and think about if there is anything that they need to change in order to become healthier. They can think about thing foods they need to add to their diet or remove and evaluate how physically active they are. The students will be assessed on their participation throughout class and then on their digital story. Each student will be given a rubric with a checklist for their digital story that they can follow. Each team will receive one grade for their digital story and then an individual grade based on how they contributed to their presentation. The worksheet which the students completed in class will act as a guide in helping the students to think even further. Evaluate
Reflection: